CEEOL - Search Result

Co wolno krytyce, to nie dydaktyce? Uroki i manowce wartościowania

Author(s): Witold Bobiński / Language(s): Polish / Issue: 2/2012

The article presents the author’s strategy for teaching literature and media studies, the goal of which is to, encourage sustained and more serious reading of literature and appreciation of other worthy texts within the school system. The author refers to cognitive film theory as well as to experience of literature teaching and criticism. The core of the proposition is to encourage educators to launch a school strategy of text evaluation after categorization. The author also recommends a comparison of literature with filmic texts. The strategy described in the article equips pupils with the chance to use the critic’s technique during lessons. It may offer an opportunity to revitalize the teaching of literature, literary appreciation and film studies.

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Comparison of Mantel–Haenszel test with IRT procedures for DIF detection and effect size estimation for dichotomous items

Author(s): Bartosz Kondratek,Magdalena Grudniewska / Language(s): English / Issue: 5/2014

The article compares two methods used to detect differential item functioning (DIF) of dichotomously scored items: a nonparametric solution based on the Mantel–Haenszel procedure (MH) and a parametric IRT approach with a likelihood ratio test. A Monte Carlo experiment was performed in order to evaluate performance of both statistics in various conditions of DIF uniformity. Results confirmed the theoretical prediction that the MH test has greater statistical power in detecting uniform DIF than the likelihood ratio test and less power than the LR test in cases of non-uniform DIF. Apart of examining statistical power of the test, specific measures of DIF effect size were compared: MH D–DIF and three measures of P–DIF expressed on the item easiness scale.

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Corruption in schools? The scale and sources of corruption perceptions in Poland

Author(s): Ilona Wysmułek / Language(s): English / Issue: 5/2017

This paper analyses the scale and sources of views on the prevalence of corruption in the education sector in Poland. Through the use of public opinion surveys, I answer questions on how the corruption level in Polish educational institutions has changed over time and how it compares to other public institutions (such as the health care sector and police) and to the situation in other European countries. My goal is to investigate the effect of individual-level predictors of perceiving schools as corrupt in Poland, with special attention given to structural determinants and previous bribe-giving experiences of respondents. The results reveal that in Poland relatively few respondents have experienced recent acts of giving bribes in schools or perceive educational institutions as corrupt. However, there is a structural pattern behind the sources of negative opinions. The effect of socio-economic determinants on views relating to corruption in Polish schools is strongly pronounced and trends in the opposite direction compared to the effects reported in other European countries.

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Czy egzaminatorzy języka polskiego znają podstawy normy składniowej polszczyzny?

Author(s): Agata Hącia / Language(s): Polish / Issue: 4/2013

This paper presents research assessing examiners’ knowledge of selected rules of syntax and semantic correctness in the Polish language. About half the examiners demonstrated knowledge of the set of rules, but about 15% completely failed to score on the syntax exercise (in regard of this research). The replies of one third of respondents did not allow unequivocal assessment of their level of syntactic competence. The results of the research tasks indicated that examiners of the Polish language often follow their intuition in decisions about language correctness (in the same way as ordinary language users), rather than using codified knowledge of standards or knowledge of the theoretical background.

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Czy można sprawdzić wiedzę egzaminatorów języka polskiego dotyczącą ortografii i interpunkcji?

Author(s): Agata Hącia / Language(s): Polish / Issue: 2/2013

This article is first of three describing a study of a group of 60 Polish language examiners working for a regional examination committee. The study concerned familiarity with chosen principles of the Polish language and methods to assess the language skills of middle school students based on their written work. The study revealed that examiners knowledge of the rules of spelling and punctuation was not satisfactory. Owing to the large scale of the problem and since students depend on teachers’ competence in these skills to pass examinations, there is a need to take remedial action requiring cooperation at school and university levels.

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Czy nauczyciele edukacji wczesnoszkolnej potrafią bezstronnie ocenić osiągnięcia dziewcząt i chłopców z języka polskiego?

Author(s): Paulina Skórska,Karolina Świst,Paweł Grygiel,Grzegorz Humenny,Michał Modzelewski,Roman Dolata / Language(s): Polish / Issue: 3/2017

Research suggests that primary school teachers grade the reading and writing skills of girls higher than of boys, even when they have the same level of ability. In this article, we try to verify this hypothesis. We analysed (a) teachers’ grades (prepared particularly for the purpose of this research), and (b) achievement test results, which controlled for the differential item functioning due to gender. We used multiple indicators, the multiple causes (MIMIC) model on a representative sample of 4144 Polish third-grade students. Teachers graded girls’ ability levels higher. However, the difference disappeared when we controlled for the test-based ability level. Therefore, we conclude that teachers can grade literacy levels without gender bias.

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Czy nauczyciele uczą się przez całe życie? Kompetencje i aktywność edukacyjna nauczycieli

Author(s): Barbara Worek,Magdalena Jelonek,Marcin Kocór / Language(s): Polish / Issue: 1/2017

This paper examines teachers’ involvement in improving and developing their skills. The analysis is based on data from the study of Human Capital in Poland. However, the main analysis is complemented by a detailed comparison of indicators of teachers’ professional development activities included in other studies (TALIS, PIAAC and research on teachers’ time and working conditions). The first part of the paper defines the concept of teachers’ professional development used in the analysis, followed by an identification of the developmental functions and factors that may affect its effectiveness. The next part of this paper presents a self-assessment of teachers’ and other professionals’ skills results based on the study of Human Capital in Poland. Then, the basic indicators of teachers’ professional development from four various studies are discussed, identifying the methodological approaches and specificity of each. The last part of the paper presents a broader discussion on the results of the study of Human Capital relating to the professional development activities undertaken by teachers.

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Czy pasja męczy? Podstawowe potrzeby psychologiczne jako mediator związku pasji pracy i zmęczenia przewlekłego nauczycieli

Author(s): Karolina Mudło-Głagolska / Language(s): Polish / Issue: 4/2019

For some teachers, their work is so important that it gives meaning to their lives and becomes part of their identity, thus it is their passion. The aim of the presented study was to determine if teachers without a passion for their work, those with a balanced passion and those who could be defined as obsessive in their passion differed in their level of chronic fatigue. A model was tested, in which passion for one’s work was a predictor of chronic fatigue, whereas satisfaction was related to satisfying basic psychological needs – the mediator of this relationship. There were 389 teachers involved in the study, which included the Passion Scale, Basic Psychological Need Satisfaction Scale at Work and Checklist Individual Strength (CIS20R). Teachers with a balanced passion achieved a significantly lower score in every dimension of fatigue than those having no passion or obsessive passion. Persons in those latter two categories did not differ in the results of successive dimensions of fatigue. Satisfaction with having needs met mediated the relationship between balanced passion and chronic fatigue.

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Czy wielodzietność obniża osiągnięcia szkolne?

Author(s): Krzysztof Konarzewski / Language(s): Polish / Issue: 4/2014

Data gathered in the country companion to PISA 2006 was analyzed to determine the influence of family size on educational performance. The representative sample consisted of 4451 pupils aged 17–18 from all types of secondary school in Poland. Two variables described a pupil’s position in the family: birth order and number of younger siblings. Four hypotheses were tested: (1) academic performance is more strongly determined by birth order than number of younger siblings and with increasing birth order there is a decrease in (2) performance, (3) the likelihood of choice of school which prepares for further education, and (4) orientation towards adult values. Hierarchical linear models confirmed the hypotheses.

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Czynności zawodowe nauczycieli edukacji przedszkolnej i wczesnoszkolnej: wyniki międzynarodowego badania porównawczego

Author(s): Bronislava Kasáčová,Ewa Maria Filipiak,Ewa Lemańska-Lewandowska / Language(s): Polish / Issue: 1/2015

The article presents the results of a survey carried out within the framework of the international project: “The profession of pre-primary teacher and primary teacher within a dynamic concept”. The aim was to identify the activities of teachers working in early education. The primary method of data collection was from the self-reported timing of activities as recorded by teachers. Teachers maintained brief retrospective graphical records of their work-related activities both during and outside their working hours. The study involved 1077 teachers, including 641 teachers of grades 1–3 and 436 preschool teachers in Polish, Czech and Slovak schools. The study was conducted at three stages of the school year. The results highlighted the complexity, diversity, multi-dimensionality and multi-level educational practice of teachers in elementary education. Analysis showed that Polish teachers spent less time on both daily and weekly work-related activities than their Czech and Slovak counterparts.

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Czytanie jako podróż – perspektywa edukacyjna

Author(s): Marta Rusek / Language(s): Polish / Issue: 2/2012

The article deals with teaching literature in the context of individual reading experience. Creating the analogy between reading and journey, questions are posed about the student’s freedom as reader, privacy and the uniqueness of the act of individual reading in the educational process. This culminates with the basic question of whether a reader needs school. The main analysis, supported by references to works of Certeau, Izer and Nietzsche, concentrates on the problems of change of status and function of literature in contemporary life, both social and individual, rejection of reading, preservation of passive attitude through educational routine and identification of knowledge about literature with the experience of its reception. Conclusions concentrate on redefinition of the aims of literary education, presentation of reading as an existential need and also deal with the reader’s freedom and responsibility, the role of school in building the reader’s competence, as well as with the range and form of the teacher’s activity. The author postulates structural changes which would allow introduction of a variety of organizational solutions and classes focusing on literature.

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Czytanie jako twórcze działanie

Author(s): Ewelina Strawa / Language(s): Polish / Issue: 2/2012

In a reading crisis it is necessary to think about how to encourage young people to be excited about literature. The article presents project-based learning (PBL) as an interesting teaching method which can make reading an unforgettable experience for the student. The teacher in PBL creates a problem scenario to encourage student actions and motivates creative research. The student has the opportunity to experience being a scholar discovering new meanings and inter-textual references. One of the most demanding aspects of PBL is to pose the question that will be the starting point for the project.

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Demontaż systemu oświaty czy jego przemiana? Analiza Paktu dla edukacji Związku Nauczycielstwa Polskiego

Author(s): Danuta Uryga / Language(s): Polish / Issue: 1/2013

This article is concerned with the discussion on public education in which the Union of Polish Teachers participates, presenting its opinion in The Pact for Education – their 2011 report. The context of the discussion is related to the difficulties which are experienced by schools run by local governments. They refer to significant diversification of expenditure between authorities and schools being liquidated or handed over to other legal entities. The UPT lists detailed demands and provides a general vision for the development of education. The article introduces the content of The Pact for Education paying particular attention to public education and its political aspect.

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Determinanty prywatnych wydatków edukacyjnych w Polsce – wyniki badania eksploracyjnego

Author(s): Małgorzata Kłobuszewska / Language(s): Polish / Issue: 1/2014

Willingness to spend on education is influenced by many factors. This article presents hypotheses concerning socio-demographic and economic determinants for household spending on Polish children’s education. These hypotheses were tested on the data from an exploratory study “Household educational spending and its determinants”, which was conducted by the Educational Research Institute in Poland in 2012. The main goal of this research was to characterise private household spending on education. Determinants of total, obligatory and other private household expenditure on education were analysed using OLS regression. Obligatory expenditure on school not only includes fees, but also all expenditure required for formal education such as textbooks and uniforms. The analysis showed that the cultural capital of households, parents’ education and family wealth had significant influence on their educational expenditure. Parental opinions about school were also significant as a predicator.

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Diagnoza i terapia logopedyczna pacjenta dyzartrycznego z mózgowym porażeniem dziecięcym i zespołem wad wrodzonych. Studium przypadku

Author(s): Krystian Manicki / Language(s): Polish / Issue: 4/2018

The article concerns dysarthric disorders in a 6-year-old patient with cerebral palsy (CP) and a congenital malformation syndrome. The author discusses some theoretical issues related to the aetiology, classification and general characteristics of CP, with particular reference to speech disorders. Then, the procedures of dysarthria diagnosis and the evaluation of the child’s language competence using selected research tools are described. In the last section, the author presents a therapy proposal.

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Differentiation of initial skills in 1st grade and the relative age effect in 3rd grade

Author(s): Krzysztof Konarzewski / Language(s): English / Issue: 2/2017

The paper aims to verify two hypotheses. The first states that the differentiation of initial 1st grade pupil skills is negatively correlated with age at entry to school. This was tested according to findings from the ERI study Six and seven year olds at the start of school. The variation of reading and writing scores of 1164 pupils aged 5.9–7.9 years who were beginning 1st grade decreased in subsequent age quartiles. The second hypothesis – that classroom differentiation of pupils’ initial skills in 1st grade is positively correlated with the birthdate effect in 3rd grade – was tested on data of 4838 pupils from 254 classrooms drawn from the 2011 PIRLS and TIMSS studies in Poland. Skills were evaluated on the basis of parental reports. Hierarchical linear analysis (gender, SES and school location controlled) showed that the greater the differentiation of language skills in 1st grade, the greater the birthdate effect in mathematics in 3rd grade. This result suggests that school entry age is of lesser importance than the methods used to reduce differences in children’s school readiness at the onset of education.

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Does guessing matter? Differences between ability estimates from 2PL and 3PL IRT models in case of guessing

Author(s): Tomasz Żółtak,Grzegorz Golonka / Language(s): English / Issue: 3/2015

Modern approaches to measuring cognitive ability and testing knowledge frequently use multiple-choice items. These can be simply and rapidly scored without problems associated with rater subjectivity. Nevertheless, multiple-choice tests are often criticized owing to their vulnerability to guessing. In this paper the impact of guessing was examined using simulation. Ability estimates were obtained from the two IRT models commonly used for binary-scored items: the two-parameter logistic model and the three-parameter logistic model. The latter approach explicitly models guessing, whilst the former does not. Rather counter-intuitively, little difference was identified for point estimates of ability from the 2PLM and 3PLM. Nevertheless, it should be noted that difficulty and discrimination parameters are severely downwardly biased if a 2PLM is used to calibrate data generated by processes involving guessing. Estimated standard errors for ability estimates also differ considerably between these models.

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Doskonalenie procesów z użyciem cyklu PDSA. Przykład naboru podmiotów zewnętrznego zapewniania jakości w ramach Zintegrowanego Systemu Kwalifikacji

Author(s): Paweł Szymborski,Emilia Sobol,Tomasz Kasprzak,Kamila Hernik,Magdalena Dybaś-Stronkowska,Michał Stempień / Language(s): Polish / Issue: 4/2019

The aim of the article is to present the potential of the PDSA cycle as a methodology useful in improving the processes of public systems, using the example of the Integrated Qualifications System. The considerations are based on an analysis comparing two recruitment processes in the selection of external quality assurance entities. The first one was based on imprecisely formulated criteria. A research team from the Educational Research Institute developed the assumptions for the evaluation of this action based on the methodology of the PDSA improvement cycle and then commissioned it. The results of the study were used to modify the recruitment process, which allowed us, among others, to shorten the time taken to assess applications from five to three months, as well as to increase participants’ satisfaction with the process and its perceived transparency.

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Dostęp do szkolnictwa wyższego w ujęciu ekonomii dobrobytu

Author(s): Krzysztof Czarnecki / Language(s): Polish / Issue: 2/2018

Kształcenie na poziomie wyższym jest usługą, której regulowanie, świadczenie i finansowanie znajdują się w większości państw pod znaczną kontrolą władzy publicznej. Tym samym obszar ten stanowi przedmiot badań ekonomii dobrobytu. W artykule przedstawiono możliwości wykorzystania jej ram poznawczych w badaniach nad dostępem do studiów. Teoretyczne rozważania skupiają się na czterech wątkach: przesłanek wyrównywania dostępu związanych ze sprawiedliwością społeczną, przyczyn nieoptymalnego korzystania z kształcenia na poziomie wyższym, przesłanek wyrównywania dostępu związanych z efektywnością interwencji państwa, mającej na celu zmniejszanie nierówności edukacyjnych.

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Double-digit coding of examination math problems

Author(s): Agnieszka Sułowska,Marcin Karpiński / Language(s): English / Issue: 5/2013

Various methods are used worldwide to evaluate student solutions to examination tasks. Usually the results simply provide information about student competency and after aggregation, are also used as a tool of making comparisons between schools. In particular, the standard evaluation methods do not allow conclusions to be drawn about possible improvements of teaching methods. There are however, task assessment methods which not only allow description of student achievement, but also possible causes of failure. One such method, which can be applied to extended response tasks, is double-digit coding which has been used in some international educational research. This paper presents the first Polish experiences of applying this method to examination tasks in mathematics, using a special coding key to carry out the evaluation. Lessons learned during the coding key construction and its application in the assessment process are described.

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